Generosity of Spirit - invaluable concepts that are rarely taught in schools.
In the course of a lifetime we will encounter all manner of humanity in all of its most diverse forms. The problem with humanity, though, is that what we see outwardly does not always accurately reflect the inner story unfolding in that person's life. From good people dealing with difficult issues putting on a brave face, to evil people hiding dark secrets behind a benign facade - in the deeply human enterprise of education the quote (mis-attributed to Plato, but thought to have originated with one Ian Maclaren in 1897 (paraphrased here)) “Everyone is fighting a silent battle you know nothing about, just be kind.” could never be more appropriate. No message is more needed in our days of stress and storm, of selfish striving and merciless competition.
In any group dynamic (such as a classroom), there are individuals that stand out through their shadow behaviour - behaviour that tells a story to the observant: the bully, over-compensating for feelings of inadequacy by projecting power; defensiveness when feeling vulnerable, over-compensatory 'grand gestures' to hide feelings of guilt, emotional numbness to avoid dealing with pain, or using humour to distract from underlying sadness - the list of shadow behaviours is almost endless.
Teachers and parents are called to do so much more than simply teach subjects. They have a critical role in forming the human spirit. A role, which if neglected, will be filled by peer interactions (chances are it may be positive, chances are it may not be), or the subversive messaging of TikTok, X (and such like) and whatever influencer is trending at the minute. It seems odd to me that, as educators, we allow so much character development to happen by chance.
Character development should be front and centre of what we do, and a good place to start would be in the teaching of 'Generosity of Spirit". These are things that can become internalised, but they may not develop innately if left to chance. We cannot model behaviour if the concepts are not part of our consciousness.
Imagine a curriculum that includes modules on Altruism, where we develop notions of genuine concern for others. Altruism includes acts of kindness without the expectation of reward. It promotes flourishing in both the giver and the receiver and fosters social connections.
Imaging a curriculum that includes modules on Empathy and Compassion, where we explore understanding of others emotional and psychological states and consider of ways of responding to that thoughtfully and with kindness.
Imagine a curriculum that teaches children about Mindful Presence - offering their time and attention fully. Being fully present with others. When we promote Mindful Presence we are preparing the ground for an environment of belonging.
Imagine a curriculum where we teach Emotional Intelligence - the ability to recognise when and how to offer support, whether through advice, listening (to understand), or providing practical help. Emotional intelligence creates a safe space in schools by strengthening relationships.
Imagine a curriculum that teaches Resilience. The fact is that life will bring challenges, and having taken time to have thought through strategies for managing and overcoming challenges develops a growth mindset that gives problems context.
And imagine a curriculum that explicitly teaches Non-Judgmental Attitudes as a module. Non-Judgmentalism builds openness and acceptance of others and creates an atmosphere of belonging (I prefer notions of belonging to notions of inclusion, and so use that word intentionally, but that is a topic for another time).
All of these aspects of generosity of spirit are easily teachable, universal goods - yet I have almost never seen them intentionally and explicitly taught. And yet we spend a disproportionate amount of time in schools mopping up the consequences of their absence.
I dream of a school where we are able to create a virtuous cycle of generosity of spirit as a core component of flourishing.